Electronic literature has been defined as ‘works with important literary aspects that take advantage of the capabilities and contexts provided by the stand alone or networked computer’(Electronic Literature Organisation, 2004). Electronic literature is created and experienced through a digital apparatus and typically makes use of a range of media, including sound, animation, film, games, graphic design and visual digital culture in general to produce literary forms which extend the boundaries of literatureand challenge us to rethink our assumptions of what literary texts can be or do. We are interested in the ways in which these texts may support language learning, particularly the affordances they provide for increased interaction with the text, includingparticipatory and non linear ways of reading, and in the roles which visual elements may play in assigning meaning and facilitating understanding. We propose to use two print versions, one historical and one fictional, of the story of Eliza Fraser, who was purported to have been kidnapped by Aborigines in 1836, and a recent electronic narrative which provides an entirely different view of events, with an English for Academic Purposes class who will compare their experiences in reading the texts. Through questionnaires and focus groups, we will examine the students’ relationship with the texts and the language learning opportunities they appear to offer. The comparison will also shed light on the nature of ‘fake news’, and the fuzzy border between fact and fiction. We will also have some remarks to make concerning the literary values of electronic literature.